AFTG-Life Sci 874110-6 - ht › sites › california › student › science › assets › p… ·...

Features and Benefi ts■ On-grade level content supported by individual modifi cation and alternative assessment

■ Activities at 3 levels to meet the individual needs of on- and below-grade level students

● Basic knowledge and comprehension ● Application and analysis ● Evaluation and prediction

■ Hands-on manipulatives encourage active learning

Teacher Guide

AFTG-Life Sci_874110-6.indd iAFTG-Life Sci_874110-6.indd i 2/8/06 1:27:39 PM2/8/06 1:27:39 PM

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Science program. Any other reproduction, for sale or other use, is expressly prohibited.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN 0-07-874108-4

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 080 09 08 07 06 05

Nancy Nippert Sharece Prince

Nancy Nippert graduated from West Texas A&M University in Canyon, Texas. She holds certifi -cates in Science, Math, Reading, and Early Childhood Education.

Sharece Prince graduated from Midwestern State University in Witchita Falls, Texas. She has been teaching for 22 years as an inclusion teacher, resource teacher, and mainstream classroom teacher.

AFTG-Life Sci_874110-6.indd iiAFTG-Life Sci_874110-6.indd ii 2/8/06 1:27:42 PM2/8/06 1:27:42 PM

Overview of ActiveFolders for Differentiated Instruction . . . . . . . . . iv

Using ActiveFolders in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . vi

ActiveFolders Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Advantages of ActiveFolders in the Differentiated Classroom . . . . . ix

The Need for Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Helpful Hints for Your Differentiated Classroom . . . . . . . . . . . . . . . . xi

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Teacher Pages for Individual ActiveFolders . . . . . . . . . . . . . . . . . . . . . 1

• Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

• Cell Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

• Cell Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

• Classifi cation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

• Ecology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

• Food Chains/Food Webs/Energy Pyramid . . . . . . . . . . . . . . . . . 7

• Heredity and Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

• Human Body Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

• Mitosis and Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

• Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Table of ContentsTable of ContentsActiveActive Folders for Differentiated InstructionFolders for Differentiated Instruction

ActiveFolders Teacher Guide iii

AFTG-Life Sci_874110-6.indd iiiAFTG-Life Sci_874110-6.indd iii 2/8/06 1:27:42 PM2/8/06 1:27:42 PM

iv ActiveFolders Teacher Guide

Hands-on activities that reinforce essential science concepts

Overview ofOverview of Active Active Folders for Folders for Differentiated InstructionDifferentiated Instruction

Engaging cover diagram offers opportunity for pre-assessment and student discussions.

Detailed teacher guide contains objectives correlated to relevant science content.

Colorful, durable, laminated folders and manipulatives encourage kinesthetic learning.

Additional differentiated instruction suggestions are identifi ed for basic and challenge activities.

AFTG-Life Sci_874110-6.indd ivAFTG-Life Sci_874110-6.indd iv 2/8/06 1:27:42 PM2/8/06 1:27:42 PM

ActiveFolders Teacher Guide v

Hands-on activities offer a variety of stimulating tasks to meet individual student needs.

Wrap-up activities and graphic organizers provide student-friendly visual representation of content knowledge.

Journal responses can be used for verbal or written assessments, review, or higher-level thinking skills.

Envelope space provides handy manipulative storage.

Multilevel directions reach diverse student population.

Interactive manipulatives motivate students to model, classify, identify, sequence, organize, compare, and contrast as they review essential science concepts.

AFTG-Life Sci_874110-6.indd vAFTG-Life Sci_874110-6.indd v 2/8/06 1:27:46 PM2/8/06 1:27:46 PM

Using Using ActiveActiveFolders in Your Folders in Your ClassroomClassroom

Meeting Objectives National and state science standards provide the focus for each folder. Specifi c objectives for each folder are listed on the teacher page.

Teaching Vocabulary Key terms and their defi nitions for each ActiveFolder are listed for easy reference. Using the vocabulary terms provided, the teacher or students can copy the defi nitions to make a set of vocabulary review cards for each folder. Individual students can create their own set of vocabulary terms and defi nitions for home study, matching memory games, or small group-review games.

Discussing Journal Entries Topics provide opportunities for higher-level thinking, problem solving, and application skills. They can be used either as journal-writing prompts or to encourage group discussion. Students should support their reasoning and opinions on relevant concepts and current scientifi c issues.

Using ActiveFolders Each folder is designed to meet the needs of individual students in the least restrictive environment. ActiveFolders can be used to pre-assess a student and to uncover student misconceptions. ActiveFolders also can be used for small groups, discussion-starters, guided practice, review, reinforcement, and alternative assessment. Specifi c suggestions for use of ActiveFolders in the classroom are listed below.

vi ActiveFolders Teacher Guide

Pairs or Small Groups Independent Student

• Student and teacher work as a team.

• Student can respond verbally to better explain his or her re-sponse, ask questions, and clarify his or her knowledge.

• Teacher works closely to interpret the student's reasoning and any misconceptions.

• Pairs or groups take turns completing a folder while others review vocabulary terms.

• Pairs or groups take turns completing an activity and checking each other for accuracy and understanding.

• If multiple copies of a folder are available, several groups can work through the activities, creating comprehension questions for the other groups.

• Student works indepen-dently to explore each concept, formulate his or her response, and adjust the manipulatives as he or she works through the folder.

Guided practice and reinforcement

Student/Teacher Work Together

AFTG-Life Sci_874110-6.indd viAFTG-Life Sci_874110-6.indd vi 2/8/06 1:27:49 PM2/8/06 1:27:49 PM

ActiveFolders Teacher Guide vii

• Student works through the folder, responding in writing or verbally explaining his or her answer choices to the teacher.

• Teacher can do the activity and ask the student to explain the approach used to complete the task.

• Students can take turns working through activi-ties on the folder, chal-lenging each other for understanding and clear explanations of concepts presented.

• Folder activities can be used in a game situation. Teacher can provide a spinner or die to allow students to take turns with creative directions, such as double play, skip turns, or double points.

• Students can design their own review questions to ask fellow classmates.

• Students work independently at their own pace.

Review

• Student talks with the teacher about each activity, demonstrating his or her knowledge through the manipula-tion of the activity.

Assessment • As one student com-pletes the folder, other students in the group can match key terms and defi nitions, play a vocabulary game, or complete a vocabulary quiz.

• Student pairs can con-struct sentences with the key terms from the folder activities, using the terms in the correct scientifi c context.

• Independent students can work through the folder as an assessment.

• Student can match vocabulary words to the correct defi nitions using the teacher-made vocabulary cards in a one-to-one correspondence.

Pairs or Small Groups Independent Student Student/Teacher

Work Together

AFTG-Life Sci_874110-6.indd viiAFTG-Life Sci_874110-6.indd vii 2/8/06 1:27:49 PM2/8/06 1:27:49 PM

viii ActiveFolders Teacher Guide

Active Active Folders PurposeFolders PurposePurpose: ActiveFolders differentiate science instruction to meet the individual needs of struggling learners and reinforce, reteach, and assess at-risk students using a variety of techniques.

ActiveFolders provide science content that sparks the interest of struggling learners, English-language learners, highly visual students, attention defi cient students, tactile kinesthetic learners, and students with learning disabilities to process the pertinent science content using a variety of motivating manipulatives. Using tactile kinesthetic models, these at-risk students build self confi dence and, therefore, are better prepared to share their acquired knowledge, analyze new information, and participate in class discussions, lab settings, and group activities.

Research identifying the most diffi cult and commonly misunderstood concepts suggests that the use of supplemental materials that support the text will best aid the classroom teacher and the students. Forty ActiveFolders have been developed to address critical chemistry, Earth sci-ence, life science, and physics topics. Using manipulatives, students move objects and models, use vocabulary cards, draw examples, identify concepts, and write personal interpretations in their journals. Higher-level thinking skills are applied using motivational layouts and instruc-tions given in three ability levels. The teacher guide provides clear objectives correlated to Glencoe Science topics, specifi c content, vocabulary terms and defi nitions, and a guide to stu-dent responses. Suggestions for further student study, consisting of basic and challenge exten-sion activities, also are provided. Graphic organizers provide a visual representation of a student’s knowledge, as well as an opportunity for the student’s verbal explanation of his or her scientifi c understanding.

ActiveFolders review and reteach science content through multisensory activities, peer tutoring, reinforcement of content, and differentiated-assessment tools. Students meet success as they manipulate vocabulary terms, model concepts, and verbalize their understanding and critical-thinking skills. By addressing the needs of all students, from struggling learners, gifted and talented students, and English-language learners to students with extended absences, ActiveFolders challenge individuals through meaningful work to practice and master state-mandated objectives while increasing self-confi dence and participation.

AFTG-Life Sci_874110-6.indd viiiAFTG-Life Sci_874110-6.indd viii 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

ActiveFolders Teacher Guide ix

Advantages of Advantages of ActiveActive Folders in the Folders in the Differentiated ClassroomDifferentiated Classroom

ActiveFolders offer a high-interest, hands-on approach to science that provides an opportunity to motivate and challenge struggling students as they practice concepts and state-mandated standards.

Advantages of ActiveFolders for Students● Meaningful work covers content topics.

● Three ability levels challenge individual students.

● Positive participation increases self-confi dence.

● Practice offers mastery of state-mandated objectives.

● Interactive approach provides opportunities for regular education students to collaborate with special-needs students.

● Students gain academic and social skills through peer interactions.

ActiveFolders provide differentiated instruction for all students through easy-to-assemble folders on specifi c science topics in support of classroom teaching with 40 of the most diffi cult science concepts.

Advantages of ActiveFolders for Teachers● Relevant modifi cations of curriculum offer review for special populations.

● More variety of content presents assessment options.

● Hands-on manipulatives increase student involvement.

● Textbook/state-mandated objectives are addressed with relevant reinforcement activities.

● Special-needs students explore critical-thinking opportunities without watering down the curriculum.

● Minimal-assembly kits allow more teacher-student interaction time.

AFTG-Life Sci_874110-6.indd ixAFTG-Life Sci_874110-6.indd ix 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

x ActiveFolders Teacher Guide

The Need for ChangeThe Need for ChangeIn every group of individuals, learning styles vary. It can be diffi cult to address many

different learning styles in one classroom. If teaching involves lecturing as a primary means to deliver information, students who are not auditory learners likely will struggle. We must serve students who are attention defi cient, learning disabled, other health impaired, English-language learners, and gifted/talented, in addition to students who exhibit behavioral problems, experience diffi cult home situations, and struggle with drugs/alcohol . As student populations become more diverse, the need for differentiated instruction increases.

With new laws, accountability is increasing as well. What follows are a few of the many laws dictating changes in education today.

IDEA—Individuals with Disabilities Education Act (Public Law 94-142)● General-education classroom must be the fi rst placement considered.

● A strong preference for educating students with disabilities in regular classes with appropriate modifi cations, aids, and services

● Educators must consider how supplementary aids, services, and other supports can be used to ensure that the student can be educated in the general-education classroom.

● Emphasizes student involvement in the general curriculum

NCLB—No Child Left Behind● Designed to improve student achievement and change the culture of America’s schools

● Four main common sense pillars: accountability, fl exibility, research-based reforms, and parental involvement

LRE—Least Restrictive Environment● Public Law 94–142 mandates the concept of least restrictive environment.

● Students with disabilities must be educated in the least restrictive environment in which they can succeed with support.

● For most students, this environment is the general-education classroom.

AFTG-Life Sci_874110-6.indd xAFTG-Life Sci_874110-6.indd x 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

ActiveFolders Teacher Guide xi

Helpful Hints for Your Helpful Hints for Your Differentiated ClassroomDifferentiated Classroom• Read the lesson aloud to target all learners. Students with low reading levels, physical handicaps, and

ADHD, as well as ESL, kinesthetic, and auditory learners will not benefi t from silent reading.

• Encourage students to remain actively engaged. Point out headings, sub-headings, objectives, vocabu-lary, pictures, charts, and graphs. Compare the objectives to the end-of-section questions, pointing out what is most essential. With practice, students will begin predicting, analyzing, and questioning.

• Guide student practice through a variety of assignments. Whether administering a written assignment, modifying a written assignment to meet individual needs, assigning a folder activity, or implement-ing whole class usage of folder activities for practice and review, fl exibility and adaptation are key to individual success.

• Offer alternate assessments. Most students will be able to complete a written test successfully. Others will require a modifi ed version of the test, and a handful will require alternative assessments that are unique to their individual needs, such as oral assessment, folder activity, or other skills assessment related to their IEP.

• An oral assessment paired with a folder activity allows a more accurate interpretation of student understanding. The teacher should assess the student. The classroom teacher is knowledgeable of the subject and can assess the student’s grasp of the subject content. Oral assessments paired with folder activities can be a unique tool to offer insight into student misconceptions and acquired knowledge.

• Grading should be versatile. Teachers are the best judges of what each student needs to learn, whether or not he or she has learned it, and how he or she is able to recall information. Therefore, grading should be based on individual student goals rather than comparing the student to the rest of the class.

AFTG-Life Sci_874110-6.indd xiAFTG-Life Sci_874110-6.indd xi 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

BibliographyBibliographyFisher, Doug and Nancy Frey. Responsive Curriculum Design in Secondary Schools, Meeting the

Diverse Needs of Students. Lanham, Maryland and London: The Scarecrow Press, 2001.

Friend, Marilyn and William Bursuck. Including With Special Needs: A Practical Guide for Classroom Teachers. Needham Heights: Allyn & Bacon, 1996.

Stetson and Associates, Inc. Differentiated Instruction: A Practical and Powerful Way to Enhance Student Achievement. Houston: Stetson and Associates, Inc., 2001.

Tilton, Linda. Inclusion: A Fresh Look. Shorewood: Covington Cove Publications, Revision 2001.

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1999.

Tomlinson, Carol Ann. Differentiation in Practice. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.

Tomlinson, Carol Ann. Fulfi lling the Promise of the Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 2003.

Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.

U.S. Department of Education. “No Child Left Behind,” [online], http://www.ed.gov/nclb/landing.html (accessed January 2003).

xii ActiveFolders Teacher Guide

AFTG-Life Sci_874110-6.indd xiiAFTG-Life Sci_874110-6.indd xii 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

ActiveFolders Teacher Guide xiii

Materials ListMaterials ListMaterials needed to complete ActiveFolders

Brad fasteners Transparencies Scissors/paper cutter Hobby knife Hook-and-loop tape (optional) Heavy plastic envelopes with wrap string closure Dry-erase markers Miscellaneous objects as listed for each kit

General Active Folder Information● Each discipline is color-coded for easy reference.

● Each folder is labeled according to the topic and activity.

● Each folder includes three levels of directions—purple, green, and orange.

● Students can be assigned any/all levels according to their abilities.

● Extension activities can be found in the teacher guide information for each folder.

● Wrap-up activities and graphic organizers are provided on the back of each folderfor assessment.

● Hook-and-loop tape for manipulative attachment is optional.

● A space for storage envelopes is provided on the back of each folder.

● Dry-erase markers will be needed for student responses on some ActiveFolders.

● Answer keys are provided for quick reference.

AFTG-Life Sci_874110-6.indd xiiiAFTG-Life Sci_874110-6.indd xiii 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

AFTG-Life Sci_874110-6.indd xivAFTG-Life Sci_874110-6.indd xiv 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

ActiveFolders Teacher Guide 1

Teacher PagesTeacher Pages

for Individual for Individual

ActiveActiveFoldersFoldersThese pages contain the following for each ActiveFolder:

• Objectives • Vocabulary • Construction Information • Answer Key • Graphic Organizer/Wrap-Up Key • Additional Activities

AFTG-Life Sci_874110-6.indd 1AFTG-Life Sci_874110-6.indd 1 2/8/06 1:27:50 PM2/8/06 1:27:50 PM

AdaptationsAdaptationsObjectives• Determine why variation in organisms is important.• Identify adaptations among animals and plants.

Vocabulary adaptation—any variation that makes an organism more suited for its environment

camoufl age—colors or patterns used to disguise or hide an organism

mimicry—imitating another organism or natural object for protection

mutation—any permanent change in a gene or chromosome of a cell; can be benefi cial, harmful, or have little effect on an organism

species—a group of organisms that share similar characteristics and can reproduce among themselves to produce fertile offspring

variation—an inherited trait that makes an individual different from other members of its species

Construction 1. Cut manipulatives from the activity card page. 2. Copy the Plant adaptation advantage pockets onto an acetate transparency.3. Cut out the transparent pockets and attach to pocket placement on folder.4. Provide a dry-erase marker for student responses.5. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyVariation and Adaptations—inherited, different, variations, reproduce, survive, color, chemical makeup, behavior, shape

Plant Adaptations—Protection–Plant produces chemical…, Thorns on stems help…; Reproduction–Seeds covered with hooks…, Structures on seeds…; Prevents–Trees lose leaves…, Waxy cuticle…

Journal—Accept all reasonable responses.

Animal Adaptations—Pelican–large bill; Lizard–prevents loss of body moisture; Polar bear–small ears; Salmon–migrating, to fi nd food and reproduce; Moth–spots that resemble eyes; Frog–camoufl age; King snake–discourages predators

Human Physical Adaptations—Physical Adaptation–melanin of skin, natural hair and eye color, change in teeth over many generations, inherited body and muscle structure for work and protection; Not a Physical Adaptation–increased muscles from biking, balding, orthodontic braces, ability to kick a ball

Graphic Organizer AssessmentAnimals—small sharp beak, mimicry, nocturnal, camoufl age, thick fur; Plants—thorns, waxy coat, seed structure, chloroplasts, drops leaves

Additional Activities

2 ActiveFolders Teacher Guide

Activity Basic ChallengeGather pictures of plant and animal adaptations. Students identify the plants or animals, their habitat, and X the adaptation the organism displays. For instance, a snowy owl found in the tundra uses camoufl age.

Students use the plant and animal adaptation cards. In contrast, ask students to explain how this same X Xadaptation could be a negative or harmful trait in a different environment.

Ask students to brainstorm ways that humans have adapted to their environment. Remind students that Xadaptations can be behavioral as well as physiological.


Cell ProcessesCell ProcessesObjectives• Discover that different cells have different jobs.• Demonstrate how the processes of diffusion and osmosis move molecules in living cells.• Understand how passive transport and active transport differ.

Vocabulary active transport—diffusion which requires energy to move molecules across the cell membrane

cell—smallest unit of an organism that can carry on life functions

diffusion—movement of molecules from an area of high concentration to an area of lower concentration

osmosis—diffusion of water through a cell membrane

passive transport—diffusion which does not require energy to move molecules across the cell membrane

Construction 1. Cut manipulatives from the activity card page. 2. Copy the four cell process wheels onto an acetate transparency.3. Cut out the transparency wheels and carefully attach with brads to designated locations on folder.4. Provide a dry-erase marker for student responses.

5. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyJournal—Accept all reasonable responses.

Chloroplasts and Mitochondrion—Check student work for accuracy in labeling and matching colorful cell processes.

Graphic Organizer AssessmentPassive and active transport—passive transport, active transport, cellular energy, osmosis, endocytosis, exocytosis; Photosynthesis and respiration—chloroplast, photosynthesis, mitochondria, cellular respiration



Cell Processes Key terms

Diffusion and osmosis Water can move into and out of the cell through osmosis, a special type of diffusion.

Facilitated diffusion With the help of transport proteins, glucose and other larger molecules can diffuse through the cell membrane.

Active transport Using cellular energy, proteins help move large molecules into and out of the cell through protein passageways.

Endocytosis and exocytosis Large particles encased in vesicles are absorbed into and released out of the cell through the cell membrane.

Activity Basic ChallengeStudents design a simple model or poster for one or more of the cellular processes. Displays or presentations X with verbal explanations might be helpful to students.

Students prepare response cards for the cellular processes of diffusion, osmosis, facilitated diffusion, active Xtransport, endocytosis, exocytosis, respiration, and photosynthesis. Teacher calls out examples and key words relating to these processes. Scan class looking for misunderstandings.

Review concepts using Numbered Heads Together or other review game. Encourage students to work Xcollaboratively when answering questions.


Cell StructureCell StructureObjectives• Identify names and functions of each organelle of a cell.• Determine the importance of a nucleus in a cell.• Compare and contrast parts of an animal cell with a plant cell.

Vocabulary cell—smallest unit of an organism that can carry on life functions

cell membrane—outer covering of all cells that regulates interactions between the cell and the environment

cell wall—tough, rigid covering that supports and protects the cells of plants and some other organisms

chloroplast—organelle in plant cells that uses light energy to produce food for the cell

endoplasmic reticulum—organelle that moves materials around in a cell; made of folded membranes

Golgi body—organelle that packages cellular materials and transports them within the cell or out of the cell

mitochondrion—organelle that breaks down food and releases energy

nucleus—organelle that controls all the activities of a cell and contains hereditary materials

organelle—structure in the cytoplasm of a cell

ribosome—small cytoplasmic structure on which cells make their own proteins

Construction 1. Cut manipulatives from the activity card page. 2. Provide a dry-erase marker for student responses.3. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyFactory Process/Cell Function—factory–cell; wall–cell wall; solar panels–chloroplast; doors–cell membrane; main offi ce–nucleus; energy source–mitochondria; machines–ribosomes; assembly lines–endoplasmic reticulum; parking lot–central vacuole; shipping department–Golgi bodies



Animal cell—(clockwise from top right) endoplasmic reticulum, nucleus, mitochondria, Golgi bodies, cell membrane, ribosomes

Plant cell—(clockwise from top right) central vacuole, nucleus, ribosome, endoplasmic reticulum, Golgi bodies, cell membrane, cell wall, mitochondria, chloroplast


Graphic Organizer AssessmentBoth Animal and Plant Cells—Golgi bodies, nucleus, endoplasmic reticulum, mitochondria,

cell membrane, ribosomes; Only Plant Cells—cell wall, chloroplasts



Activity Basic ChallengeStudents model or draw and label plant and animal cells and their organelles. X

Students make comparisons between cellular organelles and their own school system. Guide students in considering many aspects of their school. Brainstorming a list of services and their descriptions might be helpful. X X

Encourage students to conduct an open-ended discussion of cells by providing a list of questions: Where do Xcells originate? What is cellular reproduction, and what is it called? Of what are cells made? Does all matter consist of cells? Are cells visible to the naked eye? With a microscope? Do all cells look alike?


ClassificationClassificationObjectives• Distinguish between living and nonliving things.• Determine how similarities are used to classify organisms. • Order the levels of binomial nomenclature.• Demonstrate how to use a dichotomous key.

Vocabulary binomial nomenclature—two-word naming system that gives all organisms their scientifi c names

classifi cation—grouping of ideas, information, or objects based on their similar characteristics

dichotomous key—detailed list identifying characteristics that includes scientifi c names

kingdom—fi rst and largest category used to classify organisms

organism—any living thing

phylogeny—evolutionary history of an organism; used to group organisms into six kingdoms

spontaneous generation—idea that living things come from nonliving things

Construction 1. Cut manipulatives from the activity card page. 2. Provide a dry-erase marker for student responses.


Answer KeyLiving Things—algae, bacteria, mushroom, plant, spider, sponges; Nonliving Things—candles, computer, lightning, satellite dish, shoes, water

Taxonomic Classifi cation—Kingdom, Phylum, Class, Order, Family, Genus, Species

Memory Device—Accept all reasonable responses.

Alien Identifi cation Dichotomous Key—Alien photos should match their scientifi c names.

Scientifi c names—binomial nomenclature, genus, species, fi rst, capitalized, italicized, lowercase




Graphic Organizer AssessmentClassifi cation—living, similar, dichotomous key, identify, name; Categories—kingdom, class, family, species; Naming species—binomial nomenclature



Activity Basic ChallengeProvide magazines and catalogs to students to search for pictures of living and nonliving things. Students Xmight then organize them into different categories.

Pre-sort a variety of objects or photos for students to evaluate. Students deduce how objects are sorted, X Xdesign their own classifi cation system, and present their organizational system to classmates.

Students classify 10-20 related objects or pictures of related objects. Students design a dichotomous X Xkey with scientifi c names for each of their items.


EcologyEcologyObjectives• Determine how the environment infl uences life.• Conclude how competition limits population growth.• Identify factors that infl uence changes in population growth.

Vocabulary biosphere— part of Earth that supports lifecommunity—all the populations of different species that live in an ecosystemcompetition—occurs when two or more organisms seek the same resource at the same timeecology—study of interactions that take place among organisms and their environmentecosystem—all the living organisms and the nonliving features of their environmenthabitat—place where an organism lives limiting factor—anything that can restrict the size of a populationpopulation—all the organisms that belong to the same species living in a community

Construction 1. Cut manipulatives from the activity card page. 2. Use a hobby knife to cut out the two small circles on the Population factor wheel.3. Cut slit marks on the Population factor wheel and the folder placement for the Population factor wheel.4. Insert a brad fastener through both wheels and attach fi rmly.5. Provide a dry-erase marker for student responses.6. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyEcology statement—One, many populations, competition

Environment sequence—Environment and animals—cooler temperatures, slower moving animals

become easy prey, carnivores benefi t; Plants and herbivores—increased plant growth, herbivores benefi t, competition for food, water, and shelter increaseJournal—Accept all reasonable responses. Journal—Accept all reasonable responses. Journal—Accept all reasonable responses. Negative and Positive Effects—All factors have both negative and positive effects.Journal—Accept all reasonable responses.

Graphic Organizer AssessmentEcology statements—one, same, competition, strongest, healthy, survival; birthrates, natural disasters, uncontrolled hunting, populations



Activity Basic ChallengeStudents name populations of plants and animals native to their area. Students hypothesize what would X happen if these organisms were moved to a different climate or geography. Lead students to understand how one change in an environment leads to a chain reaction in a system.

Students work in teams to create a travel brochure including modes of travel, clothing, nature and wildlife, X Xsports opportunities, and average climate conditions.

Students prepare a debate on controlled hunting or fi shing. Students might make an oral presentation, Xrecord their debate position in their journal, or create a graphic novel or cartoon.


Food Chains, Food Webs, and Food Chains, Food Webs, and Energy PyramidsEnergy PyramidsObjectives• Distinguish between a food chain and a food web.• Discover how energy fl ows through ecosystems.• Recognize that every organism occupies a niche.

Vocabularycarnivore—animal that eats only other animals or the remains of other animals

consumer—organism that cannot make its own food and obtains its food by eating other organisms

energy pyramid—model that shows the amount of energy available at each feeding level in an ecosystem

food chain—model that shows how matter and energy pass from one organism to another

food web—model that shows possible feeding relationships among organisms in a community

herbivore—animal that eats only plants or parts of plants

niche—refers to the unique ways an organism survives, obtains food and shelter, and avoids danger

omnivore—animal that eats plants and animals or animal fl esh

producer—organisms that use an outside energy source to make energy-rich molecules

Construction1. Cut manipulatives from the activity card page. 2. Provide a dry-erase marker for student responses.3. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyFood Chain—energy, matter, energy, heat, soil

Energy Pyramid Puzzle—(bottom to top) grass, mice, snake, hawk

Energy Pyramid Statement—decreases

Forest Food Chain—Accept all reasonable responses.



Graphic Organizer AssessmentChains and Food Webs—one path, the Sun, producers, consumers, food chains; connect, food web, food chains



Activity Basic ChallengeCollect pictures of plants, animals, and decomposers. Students can sort the organisms into categories of X Xproducers or consumers. They can sort the consumers further into carnivores, herbivores, and omnivores.

Use the cards made in the above activity. Students choose cards to form a food chain. For an extra Xchallenge, students place several food chains together to form a food web.

Students choose a biome to study and create a unique and creative food web of species native to their X Xchosen biome. Students should provide photos or draw pictures with explanations of each energy transfer.



Heredity and GeneticsHeredity and GeneticsObjectives• Discover how traits are inherited.• Predict the results of a hereditary cross using a Punnett square.• Compare and contrast genotype and phenotype.

Vocabularyallele—form of a trait that a gene might express

dominant—describes a trait that covers over another form of that trait

genetics—study of how traits are inherited through the actions of alleles

genotype—genetic makeup of an organism

heredity—passing of traits from parents to children

heterozygous—describes an organism with two different alleles for a trait

homozygous—describes an organism with two alleles that are the same for a trait

phenotype—outward physical appearance and behavior of an organism as a result of its genotype

recessive—describes a trait that is covered over, or dominated, by another form of that trait

Construction1. Cut manipulatives from the activity card page. 2. Provide a dry-erase marker for student responses.


Answer KeyMom’s Phenotype—Freckles, No dimples, Thick lips, Red hair, Brown eyes, Curly hair; Dad’s Phenotype—Freckles, Dimples, Thin lips, Blond hair, Brown eyes, Straight hair

Punnett Squares—(reading across) Dimples–Dd, Dd, Dd, Dd 100% No dimples; Lips–Ll, Ll, ll, ll 50% Thick lips; Hair color–Rr, rr, Rr, rr 50% Blond hair; Eye color–BB, Bb, Bb, bb 75% Brown eyes; Hair texture–Hh, Hh, Hh, Hh 100% Curly hair

Journal—Students should conclude that it is not possible to predict the baby’s gender.

Defi nitions—Phenotype–physical appearance; Genotype–genetic makeup; Hetero/Homozygous–alter-nate form a gene can express; Dominant/Recessive–covers over or might be hidden by another trait

Baby Zygus—Freckles–Homozygous, dominant; No dimples–Dd, Dominant; Thin lips–ll, homozygous; Blue eyes–bb, homozygous, recessive; Blond hair–Rr, dominant; Curly hair–Hh, heterozygous, dominant

Journal—Students should infer that three out E e

of four offspring would have attached earlobes. E eGraphic AssessmentHeredity and Genetics—phenotype, genotype, recessive, recessive, expressed, the same, BB, bb, different, dominant, Bb


EE EeEe ee

Activity Basic ChallengeStudents brainstorm a list of inherited traits. Traits not listed might include height, tendency toward weight gain, Xbehaviors, or diseases. Use this opportunity to discuss how genes determine all aspects of an organism’s makeup.

Play Numbered Heads Together to review Punnett squares, dominant/recessive gene characteristics, X Xthe difference between phenotype and genotype, or how traits are inherited.

Students choose an inherited trait through several generations in their own families. Students might design X X a family tree to display their fi ndings and predict the genotypes.


Human Body SystemsHuman Body SystemsObjectives• Determine the functions of different body systems.• Identify organs found in different body systems.

Vocabularycirculatory system—delivers food and oxygen to cells and removes waste from cells

digestive system—breaks down food into smaller particles to be used by the body

excretory system—gathers waste to be disposed of by the body

muscular system—connects bones and tendons and makes all body movements possible

nervous system—responds to stimuli and maintains a healthy balance for body functions

respiratory system—brings air into the lungs and removes waste gas

skeletal system—provides protection and support for the body

Construction1. Cut manipulative cards from the activity card page. 2. Copy the muscular and circulatory systems onto an acetate transparency for overlays.3. Cut the muscular and circulatory systems out of the transparency. 4. Carefully align the registration marks for the muscular system overlay, and tape the left side only to allow the overlay to “open and close.”5. Carefully align the registration marks for the circulatory system overlay, and tape the right side only to allow the overlay to “open and close.”6. Provide a dry-erase marker for student responses.7. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyDigestive System Function—receives and breaks down food; Excretory system—eliminates food materials; Skeletal system—calcium and phosphorus storage, shape and support, muscles attached, blood cells formed, protects internal organs; Muscular system—organs that relax, contract, move body parts, smooth muscle, skeletal muscle, cardiac muscle; Circulatory system—carries oxygen and nutrients, carries carbon dioxide, delivers waste to excretory system

Body System Facts—Skeletal system; makes all body movement possible, same number of muscle fi bers as when you were born; Digestive system; carries food and oxygen to the cells and picks up cellular waste; child has over 96,561 km; adult has over 160,934 km of blood vessels; Respiratory system; takes waste out of the body; kidneys fi lter about 180 L of blood per day; Nervous system

Graphic Organizer AssessmentHuman Body Systems—(clockwise from upper right) Excretory system, Muscular system, Circulatory system, Nervous system, Digestive system, Skeletal system, Respiratory system



Activity Basic Challenge

Students make picture cards to match to vocabulary fl ash cards. Students might also make picture cards to sequence Xthe organs associated with the various body systems. Play Numbered Head Together to review how traits are inherited,Punnett squares, dominant/recessive gene characteristics, or the difference between phenotype and genotype.

Students design a body system picture book or ABC book to present. Books should include vocabulary and illustrations. X X

Students research body systems of other animals, then design an informative brochure to inform other students of Xthe body system functions and diseases.


Mitosis andMitosis and MeiosisMeiosisObjectives• Recognize why mitosis and meiosis are important.• Label the stages of mitosis and meiosis and how cells are produced.• Sequence the steps of mitosis.

Vocabularychromosome—structure in a cell’s nucleus that contains hereditary material

diploid—cell whose similar chromosomes occur in pairs

DNA—deoxyribonucleic acid; the genetic material of all organisms

haploid—cell that has half the number of chromosomes as body cells

meiosis—reproductive process that produces four haploid sex cells from one diploid cell

mitosis—process in which the nucleus divides to form two nuclei identical to each other

nucleus—organelle that contains hereditary material and instructions for all cellular activities

sexual reproduction—reproduction in which two sex cells join to form a zygote, which will develop into a new organism with a unique identity

Construction1. Cut manipulatives from the activity card page. 2. Provide a dry-erase marker for student responses.


AssessmentSilverware and Cell Division—interphase (mitosis begins), prophase, metaphase, anaphase, telophase


Meiosis—pairs of duplicated chromosomes; pairs of duplicated chromosomes line up in center of cell; two pairs of chromatids of each similar pair move to opposite end of cell; cytoplasm divides, and two new cells form; duplicated chromosomes and spindle fi bers reappear in each new cell; duplicated chromosomes move to center of cell, and each attaches to two spindle fi bers; centromere divides, and chromosomes separate and move to opposite ends of cell; spindle fi bers disappear, nucleus mem-brane forms around the chromosomes, and cytoplasm divides



Graphic Organizer AssessmentMitosis—body cells, same number of chromosomes as original, two cells produced, end product diploid

Meiosis—sex cells, half the number of chromosomes as original, four cells produced, end product haploid

Journal—Accept all reasonable responses. Students might predict there would be too many chromo-somes in the new organism, and genetic problems would exist.



Activity Basic ChallengeUse phase fl ash cards for sequencing or memory-type game. X

Students participate in pair–share review. X X

Students make a fl oor puzzle of all phases of cell division. Labels can be written on the back of each puzzle piece to X Xgroup pieces to the correct phase.



PlantsPlantsObjectives• Analyze fi ve main plant parts and their functions.• Compare and contrast monocots and dicots.• Summarize parts of a fl ower and their functions.

Vocabularyangiosperm—fl owering vascular plant that produces fruits containing one or more seeds

dicot—angiosperm with two cotyledons inside its seed, fl ower parts in multiples of four or fi ve, and vascular bundles in rings

gymnosperm—vascular plant that does not fl ower; produces seeds that are not protected by fruit

monocot—angiosperm with one cotyledon inside its seed, fl ower parts in multiples of three, and vascular tissue in bundles scattered throughout the stem

nonvascular—plant that absorbs water and other substances directly through its cell walls

vascular—plant with tube-like structures that move water and nutrients throughout the plant

Construction 1. Cut manipulatives from the activity card page. 2. Provide a dry-erase marker for student responses.3. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.

Answer KeyFunction Semicircles—Flowers–fruits and seeds; sepals, petals, stamens, and pistils; Stems–support leaves, branches, and reproductive structures; contain vascular tissue and produce leaves; Roots–vascular tissue absorbs water, nutrients, and oxygen from soil; anchor and support plant; Seeds–contain cotyledon: food storage; contain embryo of new plant; Leaves–photosynthesis in palisade cells; carbon dioxide, water, and oxygen enter and exit through stomata

Journal—Accept all reasonable responses. Students might infer roots above water take in needed oxygen.

Journal—Accept all reasonable responses. Students might discuss deep roots would be an advantage to fi nd water below ground, or more shallow root systems might more readily absorb what little rain falls.

Flowering Plants—Monocots–multiples of three, usually parallel, scattered, one cotyledon, corn seed; Dicots–multiples of four and fi ve, usually netlike, arranged in a ring, two cotyledon, oak tree seed

Flower Part Labels—(clockwise from top right) Pistil, Stigma, Style, Ovary, Ovules, Sepal, Filament, Anther, Pollen grains, Stamen, Petals

Graphic Organizer Assessment Basic Structures of Plants—Leaves, Stems, Roots, Seeds, Flower; Male organs–stamen, anther; Female organs–pistil, style, ovary


Activity Basic ChallengeStudents identify and sort monocot and dicot seed packets with fl owers pictured on the front. Students Xobserve fl ower petals and leaf structure.

Students tour local landscapes with a camera to locate, identify, and photograph angiosperms, gymnosperms, X Xmonocots, dicots, leaves, seeds, fl owers, stems, and roots. Students display their fi ndings creatively. If camera is not available, students can draw colorful, accurate illustrations.

Students draw a landscaping plan designating some areas as shade, part shade, and full sun. Provide students with Xgardening books. “Hire” students to fi ll in the landscape with a variety of angiosperms and gymnosperms, paying special attention to designated areas.


Chemistry 0-07-874106-8

Acids and Bases

Chemical and Physical Changes

Chemical Bonds

Chemical Reactions

Elements, Compounds, and Mixtures

Matter

Measurement

Periodic Table of Elements

Principles of Gases and Liquids

States of Matter

Earth Science 0-07-874107-6

Earthquakes

Erosion

Lunar and Solar Eclipses

Our Solar System

Phases of the Moon and Seasons

Plate Tectonics

Rock Cycle

Volcanoes

Weather

Weathering

Life Science 0-07-874108-4

Adaptations

Cell Processes

Cell Structure

Classifi cation

Ecology

Food Chains, Food Webs, and Energy Pyramids

Heredity and Genetics

Human Body Systems

Mitosis and Meiosis

Plants

Physics 0-07-874109-2

Electricity

Energy

Law of Conservation of Energy

Magnetism

Newton’s 1st Law of Motion and Forces

Newton’s 2nd Law of Motion

Newton’s 3rd Law of Motion

Temperature and Thermal Energy

Waves

Work and Simple Machines

Advantages for Students

● Assign meaningful work aimed at science content topics

● Challenge students at individual ability levels

● Increase self-confi dence through participation

● Facilitate practice and mastery of state-mandated objectives

● Provide opportunities for regular education students to work with students with special needs

● Intiate academic and social gains for students with special needs

Advantages for Teachers

● Vary content presentation and assessment

● Modify curriculum for special populations

● Increase student involvement

● Address textbook/state-mandated objectives

● Directly correlate objectives with relevant reinforcement activities

● Provide critical-thinking opportunities for special-needs students through on-grade level curriculum

for Differentiated Instruction


Date post:	06-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

AFTG-Life Sci 874110-6 - ht › sites › california › student › science › assets › p… ·...

Documents